Presentation on theme: "“The Sun’s Energy And Its Impact On The Weather”"— Presentation transcript:
1 “The Sun’s Energy And Its Impact On The Weather” ENERGY OF THE SUN“The Sun’s Energy And ItsImpact On The Weather”Group 6A - EmporiaAlan Gilmore, John Hoffman, Terry Shisler
2 MODELING UNIT: “THE SUN'S ENERGY AND IT'S IMPACT ON THE WEATHER” Introduction: This unit will use the modeling format of instruction in the education and the assessment of each student's understanding of the sun's energy, and the effects of this energy on the weather. The participation of activities, discussion, and discovery will cover the following state standards: states of matter, properties of matter in density, measure the effects of temperature on matter, how light energy interacts with matter, how heat energy transfers from hot to cold thru radiation, convection, and conduction, ultimate energy source driving weather and climate is the sun, relationship of sun, moon and earth to explain seasons, and how the angle of solar energy striking the earth's surface affects absorption. The unit is geared towards the standards of middle school grades 6th through 8th..Assessing Student Understanding: The modeling instruction, whiteboard interpretations and discussion is will be used as a formative assessment of student understanding.
3 Unit Outline: I. SUN'S ENERGY and ITS IMPACT ON WEATHER A. State Standards1. Standards Covered: 2.1.3, 2.2.1, 2.2.2, 2.4.3, 2.4.4, 4.1.3, 4.3.2, (see areasof standards in introduction)B. Essential Question1. “Does the Sun's Energy influence weather, and if so, how?”a. Activity 1) Energy Reflection from the Sun1. Question: Is Energy reflected off the atmosphere?a. Student activity with whiteboard modeling and discussion.b. Science standards covered and 4.3.2b. Activity 2) The Sun's Energy when it hits the Earth1. Question: Does the energy hit the earth equally at all locations?b. Science standards covered and 4.4.2
4 c. Activity 3) Differential Absorption: Solid-Liquids 1. Question: Is the energy absorption different depending on the masses?a. Student activity with whiteboard modeling and discussion.b. Science standard coveredd. Activity 4) Parfait of Liquids1. Question: Is the density of similar matter relevent in levels of energy received?e. Activity 5) Density Variations with temperature1. Question: Can heat energy change the density of like matter?f. Activity 6) Floating Tea Bag: Density1. Question: Can Hot and Cold temperatures cause air movement?b. Science standards covered , 2.1.3, 2.4.2, 2.4.4, 4.1.3g. Activity 7) Cloud Chamber: Convection Currents1. Question: How does heat and cooling temperatures create weather conditions?a. Teacher lab example with student whiteboard modeling and discussion.b. Science standards covered , 4.1.3h. Activity 8) Globe: Data collection of Precipitation from N & S Hemispheres.1. Question:Is there a difference and does land mass vs water mass have aneffect?b. Science standard covered
5 C. Conclusion1. “Does the Sun's Energy influence weather, and if so, how?”a. Discuss a summary of reflection and evidence achieved through the activities.2. Vocabulary terms & concepts learned, emphasized, or drawn from previousknowledge.a. properties of matter; phases of matter; density; relative densities, predict, heat;expansion; contraction; measurement of temperature; energy transformation;heat energy, light energy, convection, environmental conditions; atmosphere,properties, climate, solar energy, pressure as it relates to weather, model, watercycle, humidity, earth rotation and tilt, seasons.
7 ACTIVITY 1: Energy Reflection from the Sun AtmosphereSunEarthACTIVITY 1: Energy Reflection from the SunAlbedoThough apparently transparent the atmosphere will reflect electromagnetic radiation from the sun differentially with respect to the angle of incidence. The amount of energy reflected leaves less energy to reach the surface. The differential “transparency” heats the atmosphere unevenly. The uneven heating of the atmosphere creates convection currents causing wind. Clarifying and sharpening the students’ judgment to approach the concept of transparency critically is the main purpose of this activity.25% of the solar energy is scattered or reflected by clouds & air molecules.75% is absorbed by clouds and Earth’s surface.
8 ACTIVITY 2: The Sun’s Energy When Hitting the Earth Energy shapeSun’s EnergyEnergy shapeACTIVITY 2: The Sun’s Energy When Hitting the EarthPosition of Energy reaching the earthThe earth revolves around the sun, and maintains the approximate 23degree tilt on its axis. In this relationship with the sun, the angle of energythat the sun hits the earth with will determine the intensity of energy receivedby the earth. A direct reception of the sun's energy is more intense andcovers a smaller portion of the earth. A less direct reception of the sun'senergy is less intense but covers a greater surface area of the earth.
9 ACTIVITY 3: Differential Absorption: Solid-Liquids Solid Mass – i.e. LandSun’s EnergyLiquid Mass – i.e. WaterACTIVITY 3: Differential Absorption: Solid-LiquidsDifferential Absorption: Solid/LiquidAs the energy of the sun reaches the Earth's surface it is going to be received by a variety of solids, liquids and vapors or gases. The energy must go through the atmosphere to impact the earth's surface. Some energy will be reflected away by the atmosphere (6%) some by clouds (25%), and some by land (4%). Some energy will be absorbed by the atmosphere before it hits the surface (15%) and some will reach the surface to be reflected or absorbed. This activity determines where the energy is absorbed.
10 ACTIVITY 4: Parfait of Liquids ++=WaterOilGlycerinACTIVITY 4: Parfait of LiquidsParfait of LiquidsWhen three different liquid matters are poured into the same container, the liquids will separate if they have different densities. In the case of placing water, vegetable oil, and glycerin into one container, the glycerin has a higher density than water and sinks to the bottom. The water has a greater density than the oil and places itself between the oil and the glycerin.
11 ACTIVITY 5: Density Variations with Temperature ColdWaterHotWater+=ACTIVITY 5: Density Variations with TemperatureParfait of LiquidsWhen two liquids of like matter (water) are mixed and one container of water has been heated, the warmer water will rise to the top. Why? Because when water is heated, the molecules separate and the warmer water becomes a lower density and it rises to the top.
12 ACTIVITY 6: Floating Tea Bag: Density A double tea bag is emptied of tea, then opened in the middle to create a tube. When ignited with a match or flame at the top the tube will burn down until the heat of the flame is more powerful than the weight of the bag. After the bag is burned it cools off and the flame no longer is strong enough to keep it rising, therefore as air becomes warmer it rises, and as it cools it drops.
13 ACTIVITY 7: Cloud Chamber – Convection Currents Bag of IceMatchHot WaterACTIVITY 7: Cloud Chamber – Convection CurrentsCloud ChamberThe activity is to show that rising hot air that hits a cooler temperature will condense and form a cloud, and when enough moisture vapor condenses in the cloud then the result is rain.
14 Northern and Southern Hemisphere Precipitation ACTIVITY 8: Globe – Precipitation Data CollectionGlobe: Data CollectionStudents will research and collect data from northern and southern hemisphere locations as found on the internet. The data will be reviewed and discussed as to whether or not the size of land masses from both hemispheres report different amounts of precipitation. This should help conclude whether land mass has an affect on weather.
15 CONCLUSIONQuestion: Does The Sun's Energy Influence Weather and if so, How?Answer: Yes, as reflected on the modeling whiteboards, discussions and activities.